Partial Competency Model for Trainer-Instructor Performance

1. The development and empirical validation of a partial competency model of affirmative development trainer-instructor performance

2. Learning Potential and The importance of the trainer-instructor • Learning performance determined by person & situational characteristics • Trainer-instructor the most important single experience in any learning process • Effective Student + Effective trainer + effective programme elements = success • Trainer-instructors can contribute significantly to the development, efficacy and future performance of affirmative action employees, the utility of training initiatives and ultimately to organisational performance.

3. Three sequentially linked competency models

4. The Research Objectives The overall objective: to develop a partial trainer-instructor performance competency model depicting the network of core competencies affecting the training outcome latent variables • Identifying the competencies that trainer-instructors have to display to perform successfully in their jobs; • Identifying the training outcome latent variables that are affected by the competencies that trainer-instructors have to display to perform successfully in their jobs as measured by the outcomes they are expected to achieve; • Identifying how these competencies and outcome latent variables are causally related; and • Testing the fit of proposed structural model and the significance of the hypothesised paths in the proposed structural model

5. Providing inspirational motivation 2 Inspiring professional vision η3 Meta- cognitive knowledge η7 Meta-cognitive regulation η11 The complete hypothesised model Clarifying learning conceptions & requirements 11 Individualised consideration 3 Learning motivation η6 Time cognitively engaged η12 Accurate role perception η13 Enhancing student self-efficacy 1 Academic self-leadership η8 Learning climate η2 Psychological safety and fairness 4 Learning performance during evaluation η17 Conscientiousness η9 Providing autonomy support 6 Stimulating involvement & interest 5 Academic self-efficacy η1 Transfer of learning η14 Structure in the learning material η16 Abstract reasoning capacity 8 Learning goal orientation η4 Information processing capacity 9 Automisation η15 Facilitating clarity and understanding 10 Classroom goal structure η5 Promoting a mastery climate 7

6. Individual-isedconsideration 3 Psychologi-cal safety & fairness 4 Inspiring professional vision η3 Providing inspirational motivation 2 ζ3 The reduced hypothesised model to be tested γ31 Enhancing student self-efficacy 1 γ24 β63 γ23 Learning climate η2 Learning motivation η6 β62 γ11 ζ2 β61 Academic self-efficacy η1 ζ6 γ26 γ25 β64 Stimulating involvement and interest 5 Providing autonomy support 6 Mastery goal orientation η4 ζ4 β41 ζ1 Promoting a mastery climate 7 Mastery goal structure η5 γ67 ζ5

7. Research design and Sample Research design • Ex post facto correlational research design Sample • Nonprobability convenience sample • FET College in Western Cape • n= 563 • 44% Black; 54% Coloured; 1,2% White; ,8% Other Teaching-learning Questionnaire • 13 scales, 176 items

8. Data Analysis Item Analysis: • Item analysis (Classical Measurement Theory & Item Response Theory) Exploratory Factor Analysis • To confirm unidimensionality of scales Confirmatory Factory Analysis • Fitting the measurement model Fitting of structural model

9. The research results

10. Practical Implications • Learning Potential is subject to the influence of a trainer-instructor • By displaying these competencies trainer-instructors can significantly impact (directly and indirectly) the competency potential of students • Recruitment and selection process of trainer-instructors • Using current model for selection • Future models • Form the foundation of training and development activities of trainer-instructors

11. Practical Implications • Performance management of trainer-instructor performance • Structuring the appraisal instrument around the identified competencies • Implication for university lecturer evaluations? Include competency evaluations, and the corresponding student competency potential latent variables into the mid-term and final module evaluations. • Create and structure content, activities and situations specifically with the aim of enhancing the more malleable student competency potential latent variables that are subject to their influence • Competency models can be applied to facilitate the accomplishment of organisational objectives (role of the line manager?)